Congratulations! You made it! You survived and excelled in your student teaching. You are now a science teacher! If you would, take a few minutes to share your wisdom about how to negotiate this difficult year with the students who are following in your footsteps by answering the following questions.
a. What are some things students should do in their fall practicum to make their student teaching go more smoothly?
There are many things that I wish I knew to "smooth" out my student teaching, but the most easily achieved in the fall is to know the building. Know the layout. Where are stairs located, the cafeteria, guidance, the main office, the nurse and both student and staff bathrooms. I was not familiar with the building until my second month teaching, which is one of my regrets. I would also suggest knowing about the school policies concerning detentions, lateness, maximum number of abscences, etc. BEFORE the students ask. My CT was very well versed in what to do if students were late so I did not have an issue with this, but when students ask about a policy and you have to ask your CT you end up looking like you will never enforce consequences and they will be left to the CT.
b. What 430 topics/assignments should students make sure are addressed in detail to prepare them for student teaching?
I think that classroom observations about the CT and their behavior were the most beneficial. At the beginning of the semester I followed the classroom management strategies of my CT, without being a "clone", and the students responded extremely well. I gradually added in more of my own behaviors as I saw necessary, but being able to keep the structure of the classroom since September was helpful for me and the students. I also think this is going to help my CT when I leave so she is not left with a classroom that needs to start re-learning her classroom style.
c. Help the next group of science education student teachers by completing the thought: "If I knew in September what I know now, I could have been better prepared for student teaching if I had ...."
...kept on top of my organization. I am still trying to figure out the folders that contain my copies, copies going to the CT, answer keys, extra handouts for students, etc. This can get very confusing...especially with more than one prep. Don't be shy to ask your CT if there is a place for you to store any documents. I spent about two or three weeks hauling everything with me because I did not want to intrude on her classroom. This was a huge pain...pun intended.
d. Are there other words of wisdom/encouragement that you want to share?
Don't be afraid to try things out! I have tried many things in my class, both that have worked and failed miserably, and do not regret any of it. I was able to test labs that I thought were great and learn how to recover when a lesson turns into a class of 25 blank stares. The most important thing is to make sure your CT is agreeing with you. I am completely for trying new ideas with classes...but not if my CT said no. Trust the judgement of your CT and always ask advice. My CT has years of experience both as a classroom teacher and as a CT, which was helpful for me in both regards. I was able to ask advice on teaching the students and on the mistakes and achievements of former student teachers. A CT is your best resource in student teaching and I hope that everyone reading this maintains as good of a relationship with theirs as I was able to create with mine.
a. What are some things students should do in their fall practicum to make their student teaching go more smoothly?
There are many things that I wish I knew to "smooth" out my student teaching, but the most easily achieved in the fall is to know the building. Know the layout. Where are stairs located, the cafeteria, guidance, the main office, the nurse and both student and staff bathrooms. I was not familiar with the building until my second month teaching, which is one of my regrets. I would also suggest knowing about the school policies concerning detentions, lateness, maximum number of abscences, etc. BEFORE the students ask. My CT was very well versed in what to do if students were late so I did not have an issue with this, but when students ask about a policy and you have to ask your CT you end up looking like you will never enforce consequences and they will be left to the CT.
b. What 430 topics/assignments should students make sure are addressed in detail to prepare them for student teaching?
I think that classroom observations about the CT and their behavior were the most beneficial. At the beginning of the semester I followed the classroom management strategies of my CT, without being a "clone", and the students responded extremely well. I gradually added in more of my own behaviors as I saw necessary, but being able to keep the structure of the classroom since September was helpful for me and the students. I also think this is going to help my CT when I leave so she is not left with a classroom that needs to start re-learning her classroom style.
c. Help the next group of science education student teachers by completing the thought: "If I knew in September what I know now, I could have been better prepared for student teaching if I had ...."
...kept on top of my organization. I am still trying to figure out the folders that contain my copies, copies going to the CT, answer keys, extra handouts for students, etc. This can get very confusing...especially with more than one prep. Don't be shy to ask your CT if there is a place for you to store any documents. I spent about two or three weeks hauling everything with me because I did not want to intrude on her classroom. This was a huge pain...pun intended.
d. Are there other words of wisdom/encouragement that you want to share?
Don't be afraid to try things out! I have tried many things in my class, both that have worked and failed miserably, and do not regret any of it. I was able to test labs that I thought were great and learn how to recover when a lesson turns into a class of 25 blank stares. The most important thing is to make sure your CT is agreeing with you. I am completely for trying new ideas with classes...but not if my CT said no. Trust the judgement of your CT and always ask advice. My CT has years of experience both as a classroom teacher and as a CT, which was helpful for me in both regards. I was able to ask advice on teaching the students and on the mistakes and achievements of former student teachers. A CT is your best resource in student teaching and I hope that everyone reading this maintains as good of a relationship with theirs as I was able to create with mine.